Syftet med studien var att undersöka kulturell mångfald i bilderböcker på svenska som är riktade mot barn mellan 0-6 år. Projektet skulle bidra med ytterligare kunskap om representationer av kulturell mångfald i barnlitteraturen. Projektet resulterade i ett förslag på hur en bokserie som inkluderar kulturell mångfalds framsidor kan se ut på den nuvarande svenska marknaden. Tidigare studier inom barnlitteratur handlar främst om genus- och könsrelaterade frågor. Därför var det av intresse att titta på den kulturella mångfalden i barnlitteraturen eftersom studier med detta fokus var en bristvara, speciellt i Sverige. Frågeställningarna löd: Hur ser representationen av kulturell mångfald ut i bilderböcker, riktade mot barn 0-6 år i Sverige? Vilka designelement har generellt använts under de senaste 5 åren på bilderböckers framsidor när de är riktade till barn på 0-6 år i Sverige? Projektet utgick från följande teoretiska ramverk: kulturell mångfald, barnens inlärning, representation och semiotik, identifikation och identitet, visuell forskning och designelement. Kulturell mångfald användes för att förstå och definiera fenomenet. Barnens inlärning användes för att få en djupare förståelse för bokens roll i barnets liv. Representation och semiotik användes för att förstå kopplingen mellan tecken och budskapet det ger, samt för att kunna ta ut tecken från de analyserade framsidorna. Identifikation och identitet användes för att förstå hur karaktärerna som representeras kan påverka barnen. Visuell forskning användes som en grund i hur analysen av framsidorna skulle gå till. Designelement användes för att gå djupare in på de utvalda delarna som skulle analyseras i analysen av framsidorna. Metoden som användes var en kvantitativ innehållsanalys då den gav möjligheten att analysera ett större utbud analysenheter. Urvalet bestod av framsidor på bilderböcker på svenska riktade till barn från 0-6 år. Dessa böcker hämtades slumpmässigt från Karlstad stadsbibliotekets utbud då dessa är tillgängliga för allmänheten. Analysen visade att det finns en brist på karaktärer med mörkare hudfärg och att det var en relativt jämn uppdelning mellan karaktärer med mörk och ljus hårfärg. Resultatet visade även att det var vanligast att inte inkludera namn eller ha påhittade namn på framsidorna. Men de gånger namn nämns var inget med ett helt utländskt ursprung representerat. Slutligen visade analysen att kulturella symboler knappt representerades och ifall det gjorde det så handlade det bara om jul. Resultatet på designelementen visade att den vanligaste generella färger var blå, den vanligaste färgen på titeln var röd och den vanligaste färgen på den övriga texten är svart. All text var generellt skriven med teckenfamiljen san-serif där titeln skrevs i versaler och den övriga texten skrevs med gemena bokstäver. Textens typografiska helhet var asymmetrisk och karaktärerna placerades generellt i mitten av sidan. Slutsatserna lyder att kulturell mångfald till viss del inkluderas på framsidorna av bilderböckerna men att det finns stort rum för utveckling. Det som var positivt var inkluderingen av många hårfärger. Men i övrigt behövs mer mångfald implementeras, exempelvis mer karaktärer med mörkare hudtoner och namn som endast har utländsk härkomst. / The purpose of the study was to analyze cultural diversity in Swedish picture books for kids between the ages of 0-6. The project’s ambition was to contribute with further knowledge about representations of cultural diversity in children's literature. The project produced a proposal for how a series of picture book front pages that include cultural diversity can look in the current Swedish market. Previous studies in the children's literature field mainly focus on sex- and gender-related issues. It was therefore interesting to instead look at the subject of cultural diversity in children's literature because studies with this phenomenon as focus are lacking, especially in Sweden. The questions were: What does the representation of cultural diversity look like in Swedish picture books aimed at children aged 0-6? Which design elements have been applied most frequently on the covers of picture books aimed at children aged 0-6 in Sweden during the last 5 years? The project was based on the following theoretical frameworks: cultural diversity, children's learning, representation and semiotics, identification and identity, the visual research and design elements. Cultural diversity was used for a better understanding and defining of the issue. The children's learning was used to gain a deeper comprehension of the book's role in the child's life. Representation and semiotics were used to understand the connection between signs and the message they carry, as well as being able to get an accurate knowledge about signs from the analyzed covers for further applications. Identification & identity was used to understand how the representation of characters can affect the children. The visual research was used as a basis for the analysis of the covers. Design elements were used for a more detailed analysis  of  picture book cover’s selected parts. The method used for this study was a quantitative content analysis since it gave the opportunity to analyze a vast range of analysis units. The selection consisted of picture book covers in Swedish aimed at children aged 0-6. These books were selected randomly from the Karlstad city library's collection for the reason that these books are accessible  to the public. The analysis revealed that there is a lack of representation of darked skin characters, but the representation of dark-colored hair and light-colored hair were relatively equal. The results also showed that it was most common not to include character names or to have made-up names on the covers. Nevertheless when names were mentioned,  there was no clear connection between the name and cultural variation. Finally, the analysis showed that cultural symbols were barely represented, and in those few times that it was represented Christmas was the only theme. The result on the design elements showed that the most common general color was blue, the most common color of the title was red and the most frequent color of the rest of the text was black. All texts were generally written with the san-serif character family where the title was written in capitals and the rest of the text was written in lowercase letters. The overall of the text typographical was asymmetrical and the characters were generally placed in the middle of the page. The conclusions are that the representation of cultural diversity is to some extent included on the covers of the picture books, however there are plenty of areas in need of improvement. The most positive was the inclusion of different hair colors, otherwise more diversity aspects needed to be implemented, for example more characters with darker skin tones and names with diversal origins.

The purpose of the study is to provide insights about how the phases and phase transformations of water are presented in picture books aimed for children of preschool age. The studys framework is based on the picture book theory, whose central concepts are iconotext and readerly gap. A qualitative content analysis with a inductive approach was used. The illustrations were analyzed using relevance trees and an image analysis model. The picture books that were analyzed were compiled from Bibliotek i Väst ten most loaned picture books 2021. The results and conclusions show that it is possible to disinguish the phases of the water and phase transformations in picture books for preschool children. This is made visible in the form of illustrations and also in individual cases. No concepts or any scientific language were used in the picture books except in one occasion when the phase transformation of water freezing was mentioned in the text of a picture book. This led to the conclusion that knowledge and experience from the educator is required to be able to make abstract phenomena visible and put scientific concepts in the right context for the children to understand. / Syftet med studien är att bidra med kunskap om hur vattnets faser och fasomvandlingar framställs i bilderböcker riktade till barn i förskoleåldern. Studiens ramverk utgår ifrån bilderboksteorin vars centrala begrepp är ikonotext ochläslucka. Studien använde en kvalitativ innehållsanalys med en induktiv ansats.Illustrationerna analyserades med hjälp av relevansträd samt en bildanalysmodell. Bilderböckerna som analyserats sammanställdes från bibliotekskoncernen Bibliotek i Väst tio mest utlånade bilderböcker 2021. Resultatet och slutsatsen visar att det går att urskilja vattnets faser och fasomvandlingar i bilderböcker för förskolebarn. Detta synliggörs i form av illustrationer och enstaka fall i texten. Inga begrepp eller något naturvetenskapligt språk användes i bilderböckerna förutom vid ett tillfälle där vattnets fasomvandling frysning nämndes i texten av en bilderbok. Detta gjorde att en slutsats drogs att det krävs kunskap och erfarenhet från pedagogen att kunna synliggöra abstrakta fenomen och sätta naturvetenskapliga begrepp i rätt kontext för att barnen ska förstå.

<p>    </p> <p>Wordless picture book reading is one of the common literacy practices for young children that happen at schools and homes. This dissertation of three studies explores the reader-text transactions between young children and wordless picture books in three ways: a content analysis of wordless books potentially featuring characters of color, a multimodal analysis exploring children’s multimodal meaning making, and a mixed-method content analysis analyzing children’s performing social imagination and narrative imagination and change over time. Through analyzing a set of 39 wordless picturebooks with protagonists that can be potentially identified as people of color, the first article analyzed the books’ book themes, story events, and illustrations to explore how such books can function what Bishop suggested as windows, mirrors, and sliding glass doors and support young children to learn about themselves and others. The second article explores the potential of preschoolers’ multimodal meaning making during reading wordless picturebooks. Multimodal meaning making can be valued as literacy practices that are closely related to reading comprehension, teaching instructions, and assessments. The third article focuses on kindergarteners’ use of social imagination and narrative imagination during reading wordless picturebooks that reveal young children’s active engagement and meaning making in reading. This series of articles hold implication for teachers and researchers to understand the potential of using wordless picture books for young children’s access to diverse topics of readings, literacy practices, and assessment, specifically children’s imaginative and multimodal ways of responding to reading of wordless picture books. </p>

I denna studie analyseras bilderböcker med fokus på hur riskfylld lek och maktrelationer skildras. Analyserna sker med hjälp av narratologiska begrepp. Viktiga begrepp i analysen av bilderböckerna, utöver riskfylld lek, är makt, motstånd och förhandling. Tidigare forskning visar att riskfylld lek är gynnsam för barnens både fysiska och kognitiva utveckling och deras förmåga att bedöma risker. Analysen är en kvalitativ bilderboksanalys med syfte att belysa hur riskfylld lek och barns självständighet gestaltas i bilderböcker för barn i förskoleålder. Det framkom att den riskfyllda leken gestaltas på olika vis i de olika bilderböckerna, men med ett övergripande tema där leken är lustfylld för barnen. I de analyserade bilderböckerna är i vissa fall de vuxna inte närvarande, när de vuxna finns med i berättelserna så har de övergripande ett negativt synsätt kopplat till de risker barnen möter i leken. Att arbeta pedagogiskt med samtal och aktiviteter kring litteratur som gestaltar riskfylld lek kan medföra att representationerna i bilderböckerna samt i de normer barn och pedagoger möter i förskolan skulle kunna ändras för att bättre överensstämma med utbildningsteori och barns egna erfarenheter. Samtalen, med fokus på ämnen som riskfylld lek, makt och delaktighet kopplat till förskolans verksamhet, kan möjliggöra för barn att genom dessa samtal påverka sin egen situation. / This study looks at how “risky play” and children’s independence is portrayed in picture books aimed at children ages 3-6. The picture books are analyzed using narratological concepts, focusing on how power relations are portraited. Some of the key concepts dealt with in the analysis, in addition to risky play, are power, resistance and negotiation. Research shows that risky play in ECEC is important for children to develop not only physically, but also their cognitive development and ability to assess risks. Although it was concluded that risky play is portraited in different ways in the books analyzed, an overarching theme of the play portraited as joyful was identified. In some of the picture books analyzed, adults were absent throughout. When the adults were included in the stories, they generally had a negative view on the potential risk children face in risky play. By working pedagogically in ECEC with conversations and activities around literature that portrays risky play, representations could shift to better align with educational theory and children’s own experience. The conversations, with a focus on topics such as risky play, power and participation connected to the ECEC context, can enable adults and children to, through conversations, give the children the opportunity to influence their own situation in the ECEC settings.

The aim of this essay is to investigate how gender and gender patterns are presented in Swedish picture books. The essay is based on a analyze of five Swedish picture books for the ages of three to five years. The selection of books was made on the library's most borrowed list and on Bokus and Adlibris top lists. The study takes its theoretical starting point in a gender perspective with a hermeneutic approach. With the support of Hirdman's (2003, 2004) gender theory and Nikolajeva's (2017) opposite scheme as an analysis tool, the characters gender representation is made visible in the books. Through analysis of the characters appearance, characteristics and actions, gender stereotypical norms will be identified and interpreted in the essay and then also compared with theory and previous research.The result from this study shows that the presentation of the characters in the picture books both deviates and maintain society's gender stereotypical norms. The conclusion of this study provides in-depth knowledge regarding gender norms in children's literature / Syftet med denna uppsats är att undersöka hur genus och könsmönster framställs i svenska bilderböcker. Uppsatsen bygger på en analys av fem svenska bilderböcker för åldrarna tre-fem år. Urvalet av böcker gjordes på biblioteks mest lånade-lista och på Bokus och Adlibris topplistor. Studien tar sin teoretiska utgångspunkt i ett genusperspektiv med ett hermeneutiskt synsätt. Med stöd av Hirdmans (2003, 2004) genusteori och Nikolajevas (2017) motsatsschema som analysverktyg synliggörs karaktärernas genusframställning i böckerna. Genom analys av karaktärernas utseende, egenskaper och agerande kommer könsstereotypa normer att identifieras och tolkas i uppsatsen för att sedan också jämföras med teori och tidigare forskning.Resultatet från den genomförda studien visar att framställningen av karaktärerna i bilderböckerna både bryter mot och upprätthåller samhällets könsstereotypa normer. Slutsatsen är att denna studie ger fördjupad kunskap gällande könsnormer i barnlitteratur.

本研究將繪本運用於成人華語的非正式課程（課外免費教學），旨在透過成人華語學習者對於繪本運用於成人華語文教學的看法及其學習成效，了解成人華語繪本教學的可行性。為達研究目的，本研究採用探索性的研究，以需求分析、課堂觀察記錄與焦點團體訪談為研究工具，蒐集研究資料，作為分析及討論問題的依據。本研究先針對臺灣北部某國立大學之華語文教學中心中級以上之外籍成人學習者發放需求調查問卷，之後以中級程度為限，於該華語中心開設「繪本學華語」免費課，並對修課之學習者進行焦點團體訪談，探討其對成人華語繪本教學的想法與意見。 經過研究實施與資料分析，歸結研究結果如下：（一）有趣又有助於學習者語言能力的繪本教學活動亦適用於成人華語學習者，可見繪本教學不只是兒童的專利；（二）繪本教學能為學習者帶來語言認知、情意上的助益，並彌補正規課程的不足；（三）繪本運用於成人華語教學時，繪本適合與否主要取決於「語言程度」、「繪本題材」與「圖片色彩與畫風」，其中又以「語言程度」最為重要，優先於另外兩者；而就主題而言，與「生活」及「文化」有關的內容最吸引學習者；（四）受限於免費課課程課時短少、分散，且對學習者缺乏約束力與強制力的特性，繪本教學在語言新知與技能提升方面的成效並不明顯，但可作為正規課的複習與輔助教材；（五）繪本運用於中級成人華語免費班教學所遭遇的主要困難為：難以找到與學習者語言程度相符的繪本、過於分散的課型易打斷繪本情節的連續性、免費班學習者語言程度不一。 最後根據調查結果提出華語文教學上的啟發與後續研究建議，以供華語文教學者在成人華語繪本教學方面的參考。 / This study applied picture books to an adult CSL free course, aiming to investigate adult CSL (Chinese as a second language) learners’ perspectives toward using picture books in adult CSL teaching, and the learning efficiency through picture book instruction. The research methods adopted in the study include needs analysis, classroom observations, and focus group interview. The participants of the study are intermediate-level students from a Chinese language center of a university in Northern Taiwan. The results of this study are (1) picture book instruction with interesting and language skill enhancing teaching activities suits adult CSL learners; (2) picture book instruction can benefit adult CSL learners both cognitively and affectively; (3) When using picture books to teach adult CSL learners, the main concerns are language difficulty, topic choice, and the style of pictures; (4) as the instruction time for the adult CSL free course is short and scattered, and it lacks the mandatory and binding force, such picture book instruction does not improve learners’ vocabulary and grammars significantly; however, it may serve as a good supplementary or review course; (5) the three major challenges for picture book adult free CSL course instruction are choices of picture book to suit learners’ needs, short and scattered instruction time, and learners’ various proficiency levels. Pedagogical implications and suggestions for further research are included in the end of the thesis

學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。 / The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.

華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。 學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。 / Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults. The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance. The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials. Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study. These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study.

Neste trabalho apresentamos a obra O Urso e o Gato montês da autora japonesa Kazumi Yumoto. Esse é o terceiro livro de Yumoto traduzido para o português trata da temática da morte, os outros dois são livros infanto-juvenis. Nesse livro, junto com a ilustradora Komako Sakai, Yumoto constrói uma narrativa ímpar em que o leitor se depara com o luto de forma delicada e percorre o processo de negação até a aceitação em que o personagem caminha. Fazemos uma análise da morte nos baseando na teoria de Kubler-Ross sobre os estágios do luto, juntamente com o vazio gerado por ela pela ausência da pessoa amada tendo em vista os conceitos de Okano sobre o vazio oriental, e por fim o amor, que é o laço condutor de tudo e que nos é apresentado nos personagens constituintes dessa narrativa. Embasados em teorias de análise de imagens, psicologia e pedagogia, nos debruçamos em um estudo da obra pensando na função da literatura como papel de formação e humanização do indivíduo. / In this work we present the book The Bear and the Wild Cat by the Japanese author Kazumi Yumoto. This is the third of her books translated to Portuguese that deals with the theme of death, it is also approached in two other of her children\'s books. In this book, along with illustrator Komako Sakai, Yumoto constructs a unique narrative in which the reader is confronted with mourning and goes through the process of denial until the acceptance in which the character walks to. We make an analysis of death based on Kubler-Ross\'s theory of the stages of mourning, with the emptiness generated by it by the absence of the loved one taking Okanos point of view about the empty orient, and finally, the love that is the connection link of everything, which is presented to us in the characters of this narrative. Based on theories of image analysis, psychology and pedagogy, we focus on a study of the book thinking about literature playing a role of training and humanization of the individual.

The aim of this study is to analyze the girl in literature in the children´s book Heinähattu, Vilttitossu ja Rubensin veljekset. The data of this study consist of the illustrations and the text of the picture book. By using new feminist conceptions that were framed through a Nordic girl research collaboration, the description of the girl is examined in the girl book Heinähattu, Vilttitossu ja Rubensin veljekset (Heinähattu, Vilttitossu and the Ruben brothers) written by Tiina and Sinikka Nopola. The study shows that both the traditional good girl Heinähattu and  the badly behaving Vilttitossu are included, but also an interesting description of how both girls brake the stereotypical rules of gender.